Abstract
BackgroundPhysical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children’s physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration.MethodsA systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed.ResultsThirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)).ConclusionsResults suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.
Highlights
Physical activity is associated with many physical and mental health benefits, many children do not meet the national physical activity guidelines
The current paper aims to expand on findings from these reviews by conducting a systematic review and meta-analyses of the evidence of effect of classroombased physical activity interventions on a broad range of academic-related outcomes, among primary school-aged children
Moderate Selective attention: improved most after moderate physical activity intensity moderate to vigorous physical activity intensity MPA (MVPA) (MPA) condition (B = −0.59, 95% CI: −0.70,0.49), compared with vigorous intensity physical activity RCT (VPA) (B = −0.29, 95% CI: −0.39,0.19), passive break (B = 0.27, 95% CI: −0.35,0.18) and no break conditions
Summary
Physical activity is associated with many physical and mental health benefits, many children do not meet the national physical activity guidelines. Multiple physical and mental health benefits can be attained when children participate in the recommended 60 min per day of moderate- to vigorous-intensity physical activity [1, 2]. Despite these benefits, population based-studies have reported that over 50% of children in Australia and internationally are not meeting recommendations [3,4,5,6]. Studies have shown interventions targeting these discrete periods may be effective in increasing children’s physical activity levels [7, 8], with the potential to contribute to up to 50% of the physical activity required to meet physical activity guidelines [9]. This involves classroom teachers incorporating physical activity into class time through either integrating physical activity into lessons (physically active lessons), or adding short bursts of physical activity, either with curriculum content (curriculum focused active breaks) or without (active breaks)
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